Learning and Skills Council Skills for Life Quality Initiative 2005-06 - PowerPoint PPT Presentation

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Learning and Skills Council Skills for Life Quality Initiative 2005-06


... to widen participation Effective use of diagnostic assessment Good teaching and learning Good learning and pastoral support Effective monitoring of students ... – PowerPoint PPT presentation

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Title: Learning and Skills Council Skills for Life Quality Initiative 2005-06

  • Learning and Skills Council Skills for Life
    Quality Initiative 2005-06
  • Leading colleges to deliver
  • successful Skills for Life Further Education

Structure of the day
  • Where are we now?
  • issues for the sector
  • Where do we want to be?
  • features of outstanding practice
  • How do we get there?
  • learning from the best
  • managing the change

Aims of the day
  • The day will enable participants to
  • share experience in leading Skills for Life and
    managing a whole organisation approach
  • compare these experiences with outstanding and/or
    beacon colleges
  • identify achievable improvements to participants
    own systems and procedures
  • action plan to improve.

LSC funded Skills for Life
Targets and needs
  • 750k by 2004
  • 1.5 million by 2007
  • 2.25 million by 2010
  • 5.2 million adults (16) below literacy Level 1
  • 14.9 million adults (46) below numeracy Level 1

Progress against targets 2001-2005
  • 300 growth in provision
  • 7.8 million learning opportunities
  • delivered to 3.7 million adults
  • gaining 1.1 million qualifications
  • 2005 milestone exceeded by over 10

Progress against expectations
  • The Skills for Life strategy has been highly
  • LSC Priorities for Success
  • one of our most successful strategies
  • DfES Stephen Marston, SfL Conference 2005
  • a qualified success
  • Ofsted Skills for Life One Year On
  • much of the foundation provision is going
    nowhere fast
  • ALI CIAR 04-05

Towards 2010
  • What stays the same?
  • remains top priority no quick fix
  • Phil Hope
  • where economic and social policies best align
  • Stephen Marston
  • What changes?
  • Skills for Life ? Functional Skills
  • discrete ? embedded
  • success for all ? priorities for success
  • growth ? impact

Functional skills the 1419 White Paper
  • Achieving functional skills in English and maths
    must be at the heart of the 1419 phase. These
    skills are essential to support learning in other
    subjects and they are essential for employment.
  • Functional skills are those core elements of
    English, mathematics and ICT that provide an
    individual with the essential knowledge, skills
    and understanding that will enable them to
    operate confidently, effectively and
    independently in life and at work.

Functional skills the Skills White Paper
  • Too many adults lack the basics in literacy,
    language and numeracy, and do not have the
    platform of wider skills and qualifications to
    support sustained productive employability.
  • Individuals of whatever age who possess these
    skills will be able to participate and progress
    in education, training and employment as well as
    develop and secure the broader range of
    aptitudes, attitudes and behaviours that will
    enable them to make a positive contribution to
    the communities in which they live and work.

  • functional skills through GCSEs, diplomas,
  • workplace delivery
  • NETP roll-out
  • TU links
  • building on success (Sainsburys, Walkers)
  • flexible and responsive delivery
  • extending access and reach
  • different settings extended schools
  • different agencies BBC RAW
  • different experiences e-learning

Priorities for success
  • Progress on Skills for Life must be sustained
    in the context of
  • 1419 reform, employer engagement, raising
  • reduction in funded adult provision
  • no growth planned in Skills for Life target
    outputs 06/07, 07/08
  • increased contribution of employers and
    individuals in line with benefits received.

Priorities for success
  • Funding rate and eligibility unchanged
  • Review balance and mix
  • Shift funding from short programmes
  • Remove funding for standalone tests
  • Council to review the basis for future funding
    of ESOL
  • ESOL change in 200708?

  • Focus funds where they will
  • have most effect
  • and contribute to target
  • Priorities for Success
  • Comprehensive Spending Review
  • concerned with what works

Standards and quality 20012005
  • Overall effectiveness all 51 good or
  • Overall effectiveness LN 32 good or
  • Overall effectiveness ESOL 45 good or
  • Teaching in FE 27 excellent/very good
  • Teaching in LN 22 excellent/very good
  • Teaching in ESOL 26 excellent/very good
  • Chief Inspectors Report 04/05

Foundation performance 04/05
  • WBL
  • 38 good or outstanding
  • 19 unsatisfactory
  • Two grade 1s
  • Clear improvement
  • ALI CIAR 04/05
  • Colleges
  • 40 good or outstanding
  • 9 unsatisfactory
  • Six grade 1s
  • Worse grade profile than 2002

FE matters
  • Most colleges have reacted swiftly to the Skills
    for Life initiative
  • It is harder to be successful in literacy and
  • particular difficulty in securing adequately
    qualified teachers of the basic skills.
  • Skills for Life qualified success
  • too few specialists
  • vocational teachers lack necessary skills
  • too much unsatisfactory teaching.
  • LN 21 of all areas judged as unsatisfactory
    or weak.

2003 Joint review continuing themes
  • Management responsibility not clearly allocated
  • Weak links between LLN and vocational curricula
  • Underdeveloped and poorly skilled tutors
  • Rigorous, learner-centred delivery
  • Inadequate quality assurance

Skills for Life in colleges one year on
  • 1/5 literacy and numeracy unsatisfactory
  • 1/3 ESOL unsatisfactory
  • Lack of teachers with necessary skills
  • Leadership and management of the Skills for
    Life provision are weak

Skills for Life in colleges one year on
  • LM are weak
  • implementing agreed strategy?
  • targets?
  • updating and sharing?
  • local planning?
  • QA is a significant weakness
  • monitoring targets?
  • data?
  • comprehensive observation?
  • dissemination?

Skills for Life in colleges one year on
  • Setting and monitoring of individual targets
    using ILPs are major weaknesses.
  • IA ? targets ? progress review?
  • clear and specific targets?
  • language learners can understand?
  • verification and standardisation?
  • Workforce development
  • vocational tutors?
  • generic training?
  • workplace mentors?

Recent inspection weaknesses
  • Ineffective initial assessment process
  • Insufficient attention paid to individual
    learning needs
  • Delays in providing LN support in a few areas
  • Weak target setting with students
  • Inconsistent use of individual learning plans
  • Unsatisfactory teaching of LN in vocational
  • Insufficient vocational emphasis on LN courses
  • Poor attendance in some lessons
  • Low pass rates for Key Skills

Recent inspection strengths
  • Wide range of provision to meet community needs
  • Effective strategies to widen participation
  • Effective use of diagnostic assessment
  • Good teaching and learning
  • Good learning and pastoral support
  • Effective monitoring of students progress
  • Good student progression and achievement
  • Effective curriculum management
  • How many are now a norm?

Strengths of outstanding providers (1)
  • Very high pass and retention rates
  • Very effective use of value added measures
  • Excellent student progression
  • Very good, and some outstanding, teaching and
  • Rigorous assessment, target setting and
    monitoring of progress
  • Well-qualified staff with relevant training in
  • continued

Strengths of outstanding providers (2)
  • Accomplished team of exceptionally skilled and
    experienced teachers
  • Very good resources and accommodation
  • Outstanding partnership working
  • Excellent individual support for students
  • Very good LLN support for students across the
  • Outstanding management of LN across the college

Why colleges succeed
  • Very good retention and pass rates
  • Highly effective teaching
  • Excellent support and guidance for students at
    all stages of their programme
  • Exemplary response to educational and social
  • Outstanding strategic leadership and governance
  • Rigorous quality assurance processes
  • accurate self-assessment
  • detailed and regular focus on classroom practice
  • effective performance management of staff

What do successful colleges share?
  • Sustained commitment to Skills for Life and to
    doing it really well
  • Strong, senior lead and coherent Skills for Life
  • Devolved responsibility ownership across the
  • Shared framework of standards and core processes
  • Focus on outcomes and solid evidence of learner
  • Flexible and tailored delivery to fit and embed
  • Powerful systems to improve teaching and learning
  • Creative schemes to grow Skills for Life staff
  • No hiding place QA
  • Clarity about whats ahead and what must done
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